Ensino da divisão no primeiro ciclo do ensino fundamental : análise das práticas pedagógicas de professores

Detalhes bibliográficos
Autor(a) principal: Tarouco, Vanessa Lacerda
Data de Publicação: 2017
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFMT
Texto Completo: http://ri.ufmt.br/handle/1/2018
Resumo: The purpose of this project was to analyze the implications of the pedagogical practices of the teacher in conducting the comprehension of mathematical division operation for the student in the first cycle of the primary School. Keeping that in mind, the intention of this research was to produce data on which allowed to comprehend how the practices of the mathematic teaching, developed in the first years of scholarship, can contribute for the creation of cognitive structures by the student on which allows to elaborate notion about the mathematical division concept. Appeared as the specific objectives: analyze the pedagogical practices developed by the teachers regarding the four operations (subtraction, addition, multiplication and division); and, as a second specific objective, inquire the contribution of the pedagogical practices in the comprehension of the division operation process by the student. The question that drove this project was: how the pedagogical practices instructed by the teachers that teach mathematics in the first cycle can conduct the children to comprehend the division operation? This project has pursuit to emphasize on how the comprehension of the division operation is understood, after theoretical acknowledgment in the Piaget constructiveness, and in the Vergnoud conceptual fields.The methodology used has qualitative character, where it was sought to comprehend the main practices developed in school class, by three teachers of the primary schools third grade in three different schools in the city of Cuiabá. Semistructured interviews, mathematic class observation and documentation analyses (example: the teachers planing book and the students notebooks) were the instruments used for data collection. These tools were essential for the unveil of how the mathematic teaching are thought end carry on in the Schools, and what aspects it allows to the comprehension of the mathematical contents. The data analyses was arranged in two main topics: the teachers epistemological concepts; and teaching practices. The first topic sought (with the semistructured interviews) to comprehend the relation of the teachers with the mathematic; on what they think about this area of knowledge, and how their conception with it were elaborated. The second topic was realized making cross reference of observing the school class and the students notebook. The objective was to analyze what are the possibilities of elaboration knowledge that the lessons drive the children to realize. Considering the data gathered was concluded that the mathematic teaching, in the investigated schools, still vacillates between fragmented practices that little contribute to the relations of mathematic contents, and more constructive practices that seek out to value the actions of children in the process of notion construction that later will serve as pillars in the elaboration of concepts, including the mathematic division operations.
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spelling Ensino da divisão no primeiro ciclo do ensino fundamental : análise das práticas pedagógicas de professoresEnsinoDivisãoCampos conceituaisCNPQ::CIENCIAS HUMANAS::EDUCACAOTeachingMathematical division operationConceptual fieldsThe purpose of this project was to analyze the implications of the pedagogical practices of the teacher in conducting the comprehension of mathematical division operation for the student in the first cycle of the primary School. Keeping that in mind, the intention of this research was to produce data on which allowed to comprehend how the practices of the mathematic teaching, developed in the first years of scholarship, can contribute for the creation of cognitive structures by the student on which allows to elaborate notion about the mathematical division concept. Appeared as the specific objectives: analyze the pedagogical practices developed by the teachers regarding the four operations (subtraction, addition, multiplication and division); and, as a second specific objective, inquire the contribution of the pedagogical practices in the comprehension of the division operation process by the student. The question that drove this project was: how the pedagogical practices instructed by the teachers that teach mathematics in the first cycle can conduct the children to comprehend the division operation? This project has pursuit to emphasize on how the comprehension of the division operation is understood, after theoretical acknowledgment in the Piaget constructiveness, and in the Vergnoud conceptual fields.The methodology used has qualitative character, where it was sought to comprehend the main practices developed in school class, by three teachers of the primary schools third grade in three different schools in the city of Cuiabá. Semistructured interviews, mathematic class observation and documentation analyses (example: the teachers planing book and the students notebooks) were the instruments used for data collection. These tools were essential for the unveil of how the mathematic teaching are thought end carry on in the Schools, and what aspects it allows to the comprehension of the mathematical contents. The data analyses was arranged in two main topics: the teachers epistemological concepts; and teaching practices. The first topic sought (with the semistructured interviews) to comprehend the relation of the teachers with the mathematic; on what they think about this area of knowledge, and how their conception with it were elaborated. The second topic was realized making cross reference of observing the school class and the students notebook. The objective was to analyze what are the possibilities of elaboration knowledge that the lessons drive the children to realize. Considering the data gathered was concluded that the mathematic teaching, in the investigated schools, still vacillates between fragmented practices that little contribute to the relations of mathematic contents, and more constructive practices that seek out to value the actions of children in the process of notion construction that later will serve as pillars in the elaboration of concepts, including the mathematic division operations.CAPESO objetivo deste trabalho foi analisar as implicações da prática pedagógica do professor na condução da compreensão da operação divisão, pelo aluno, no primeiro ciclo do Ensino Fundamental. Nesse sentido, a intenção da pesquisa foi produzir dados que permitissem compreender como as práticas de ensino matemático, desenvolvidas ainda nos primeiros anos de escolarização, podem contribuir para que o aluno crie estruturas cognitivas que o permitam elaborar noções sobre o conceito da divisão. Surgiram como objetivos específicos: analisar as práticas pedagógicas desenvolvidas pelos professores no que se refere às quatro operações, e como segundo objetivo específico, investigar a contribuição das práticas pedagógicas no processo de compreensão da operação divisão pelo aluno. A pergunta que permeou esse estudo foi: como as práticas pedagógicas dos professores que ensinam Matemática no primeiro ciclo podem conduzir a criança à compreensão da operação divisão? Buscou-se explicitar como a compreensão da operação divisão é entendida, segundo referencial teórico baseado no construtivismo de Piaget, e na teoria dos campos conceituais de Vergnoud. A metodologia utilizada foi de abordagem qualitativa, em que buscou-se compreender as principais práticas desenvolvidas em sala de aula por três professoras do terceiro ano do ensino fundamental de três escolas situadas em Cuiabá-MT. Como instrumentos de produção de dados foram utilizadas entrevistas semiestruturadas, observações das aulas de Matemática e análise de documentos, tais como caderno de planejamento das professoras e cadernos das crianças. Esses instrumentos foram essenciais para o desvelamento sobre como o ensino da Matemática é pensado e desenvolvido na escola e em quais aspectos ele permite a compreensão dos conteúdos matemáticos. A análise dos dados foi organizada em dois eixos centrais: concepções epistemológicas dos professores e práticas de ensino. No primeiro eixo de análise buscou-se, através de entrevista semiestruturada, compreender a relação dos professores com a Matemática, como pensam sobre essa área do conhecimento, e de que forma suas concepções foram elaboradas. No segundo eixo foi realizada a triangulação das observações das aulas e dos cadernos das crianças, a intenção foi interpretar quais possibilidades de elaboração do conhecimento as atividades conduzem às crianças a realizarem. A partir dos dados foi concluído que o ensino da Matemática, nas escolas investigadas, ainda oscila entre práticas fragmentadas que pouco contribuem para o estabelecimento de relações entre os conteúdos matemáticos, e práticas mais construtivas que buscam valorizar as ações das crianças no processo de construção das noções que mais tarde servirão de apoio na elaboração dos conceitos, incluindo o da operação divisão.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoSilva, Adelmo Carvalho dahttp://lattes.cnpq.br/9761986149148049Silva, Adelmo Carvalho da630.359.101-97http://lattes.cnpq.br/9761986149148049Wielewski, Gladys Denise502.478.161-91http://lattes.cnpq.br/4154014326253864630.359.101-97Negreiros, Cláudia Landin692.017.306-91http://lattes.cnpq.br/6987475976326232Tarouco, Vanessa Lacerda2020-03-13T16:55:22Z2017-05-312020-03-13T16:55:22Z2017-04-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisTAROUCO, Vanessa Lacerda. Ensino da divisão no primeiro ciclo do ensino fundamental: análise das práticas pedagógicas de professores. 2017.122 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017.http://ri.ufmt.br/handle/1/2018porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2020-03-16T07:03:13Zoai:localhost:1/2018Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2020-03-16T07:03:13Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv Ensino da divisão no primeiro ciclo do ensino fundamental : análise das práticas pedagógicas de professores
title Ensino da divisão no primeiro ciclo do ensino fundamental : análise das práticas pedagógicas de professores
spellingShingle Ensino da divisão no primeiro ciclo do ensino fundamental : análise das práticas pedagógicas de professores
Tarouco, Vanessa Lacerda
Ensino
Divisão
Campos conceituais
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Teaching
Mathematical division operation
Conceptual fields
title_short Ensino da divisão no primeiro ciclo do ensino fundamental : análise das práticas pedagógicas de professores
title_full Ensino da divisão no primeiro ciclo do ensino fundamental : análise das práticas pedagógicas de professores
title_fullStr Ensino da divisão no primeiro ciclo do ensino fundamental : análise das práticas pedagógicas de professores
title_full_unstemmed Ensino da divisão no primeiro ciclo do ensino fundamental : análise das práticas pedagógicas de professores
title_sort Ensino da divisão no primeiro ciclo do ensino fundamental : análise das práticas pedagógicas de professores
author Tarouco, Vanessa Lacerda
author_facet Tarouco, Vanessa Lacerda
author_role author
dc.contributor.none.fl_str_mv Silva, Adelmo Carvalho da
http://lattes.cnpq.br/9761986149148049
Silva, Adelmo Carvalho da
630.359.101-97
http://lattes.cnpq.br/9761986149148049
Wielewski, Gladys Denise
502.478.161-91
http://lattes.cnpq.br/4154014326253864
630.359.101-97
Negreiros, Cláudia Landin
692.017.306-91
http://lattes.cnpq.br/6987475976326232
dc.contributor.author.fl_str_mv Tarouco, Vanessa Lacerda
dc.subject.por.fl_str_mv Ensino
Divisão
Campos conceituais
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Teaching
Mathematical division operation
Conceptual fields
topic Ensino
Divisão
Campos conceituais
CNPQ::CIENCIAS HUMANAS::EDUCACAO
Teaching
Mathematical division operation
Conceptual fields
description The purpose of this project was to analyze the implications of the pedagogical practices of the teacher in conducting the comprehension of mathematical division operation for the student in the first cycle of the primary School. Keeping that in mind, the intention of this research was to produce data on which allowed to comprehend how the practices of the mathematic teaching, developed in the first years of scholarship, can contribute for the creation of cognitive structures by the student on which allows to elaborate notion about the mathematical division concept. Appeared as the specific objectives: analyze the pedagogical practices developed by the teachers regarding the four operations (subtraction, addition, multiplication and division); and, as a second specific objective, inquire the contribution of the pedagogical practices in the comprehension of the division operation process by the student. The question that drove this project was: how the pedagogical practices instructed by the teachers that teach mathematics in the first cycle can conduct the children to comprehend the division operation? This project has pursuit to emphasize on how the comprehension of the division operation is understood, after theoretical acknowledgment in the Piaget constructiveness, and in the Vergnoud conceptual fields.The methodology used has qualitative character, where it was sought to comprehend the main practices developed in school class, by three teachers of the primary schools third grade in three different schools in the city of Cuiabá. Semistructured interviews, mathematic class observation and documentation analyses (example: the teachers planing book and the students notebooks) were the instruments used for data collection. These tools were essential for the unveil of how the mathematic teaching are thought end carry on in the Schools, and what aspects it allows to the comprehension of the mathematical contents. The data analyses was arranged in two main topics: the teachers epistemological concepts; and teaching practices. The first topic sought (with the semistructured interviews) to comprehend the relation of the teachers with the mathematic; on what they think about this area of knowledge, and how their conception with it were elaborated. The second topic was realized making cross reference of observing the school class and the students notebook. The objective was to analyze what are the possibilities of elaboration knowledge that the lessons drive the children to realize. Considering the data gathered was concluded that the mathematic teaching, in the investigated schools, still vacillates between fragmented practices that little contribute to the relations of mathematic contents, and more constructive practices that seek out to value the actions of children in the process of notion construction that later will serve as pillars in the elaboration of concepts, including the mathematic division operations.
publishDate 2017
dc.date.none.fl_str_mv 2017-05-31
2017-04-12
2020-03-13T16:55:22Z
2020-03-13T16:55:22Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.uri.fl_str_mv TAROUCO, Vanessa Lacerda. Ensino da divisão no primeiro ciclo do ensino fundamental: análise das práticas pedagógicas de professores. 2017.122 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017.
http://ri.ufmt.br/handle/1/2018
identifier_str_mv TAROUCO, Vanessa Lacerda. Ensino da divisão no primeiro ciclo do ensino fundamental: análise das práticas pedagógicas de professores. 2017.122 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2017.
url http://ri.ufmt.br/handle/1/2018
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Educação (IE)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Educação
publisher.none.fl_str_mv Universidade Federal de Mato Grosso
Brasil
Instituto de Educação (IE)
UFMT CUC - Cuiabá
Programa de Pós-Graduação em Educação
dc.source.none.fl_str_mv reponame:Repositório Institucional da UFMT
instname:Universidade Federal de Mato Grosso (UFMT)
instacron:UFMT
instname_str Universidade Federal de Mato Grosso (UFMT)
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institution UFMT
reponame_str Repositório Institucional da UFMT
collection Repositório Institucional da UFMT
repository.name.fl_str_mv Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)
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